{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1714"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1714","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Students' perceptions of classroom justice and their use of politeness strategies","abstract":"The purpose of this study was to investigate how students' use of politeness strategies differed based on their perceptions of distributive, procedural, and interactional justice when they engaged in a face threatening act (FTA) with their instructors. Participants included 76 undergraduate students enrolled in undergraduate communication courses at a large mid-Atlantic university during the summer. Results revealed that students engage in all types of politeness strategies when speaking with their instructor, with students reporting the bald-on-record strategy the most frequently. However, students' use of politeness strategies did not significantly differ based on their perceptions of distributive, procedural, and interactional justice. Implications, limitations, and future research are discussed.","abstract_html":"The purpose of this study was to investigate how students' use of politeness strategies differed based on their perceptions of distributive, procedural, and interactional justice when they engaged in a face threatening act (FTA) with their instructors. Participants included 76 undergraduate students enrolled in undergraduate communication courses at a large mid-Atlantic university during the summer. Results revealed that students engage in all types of politeness strategies when speaking with their instructor, with students reporting the bald-on-record strategy the most frequently. However, students' use of politeness strategies did not significantly differ based on their perceptions of distributive, procedural, and interactional justice. Implications, limitations, and future research are discussed.","abstract_has_math":false,"creators":["Rudick, Charles K."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Communication Studies","degree_department":null,"school":null,"contributors":["Scott A. Myers.","Megan R. Dillow","Christine E. Rittenour"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-01T07:00:00Z","date_published":"2010-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:46Z","subjects":["Communication","Educational sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/711"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/711","href":"https://researchrepository.wvu.edu/etd/711","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.711","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Scott A. Myers.","Megan R. Dillow","Christine E. 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Participants included 76 undergraduate students enrolled in undergraduate communication courses at a large mid-Atlantic university during the summer. Results revealed that students engage in all types of politeness strategies when speaking with their instructor, with students reporting the bald-on-record strategy the most frequently. However, students' use of politeness strategies did not significantly differ based on their perceptions of distributive, procedural, and interactional justice. Implications, limitations, and future research are discussed."]},{"key":"dc:title","label":"Title","values":["Students' perceptions of classroom justice and their use of politeness strategies"]}]}],"canonical_facts":{"dc:contributor":["Scott A. Myers.","Megan R. Dillow","Christine E. Rittenour"],"dc:creator":["Rudick, Charles K."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate how students' use of politeness strategies differed based on their perceptions of distributive, procedural, and interactional justice when they engaged in a face threatening act (FTA) with their instructors. Participants included 76 undergraduate students enrolled in undergraduate communication courses at a large mid-Atlantic university during the summer. Results revealed that students engage in all types of politeness strategies when speaking with their instructor, with students reporting the bald-on-record strategy the most frequently. However, students' use of politeness strategies did not significantly differ based on their perceptions of distributive, procedural, and interactional justice. Implications, limitations, and future research are discussed."],"dc:identifier":["https://doi.org/10.33915/etd.711","https://researchrepository.wvu.edu/etd/711"],"dc:subject":["Communication","Educational sociology"],"dc:title":["Students' perceptions of classroom justice and their use of politeness strategies"],"thesis:degree_discipline":["Communication Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:46Z"}